The use of robotics embedded in playful learning scenarios in secondary schools: Teachers’ and students’ perspectives

Authors

DOI:

https://doi.org/10.62695/TCRV1611

Keywords:

Playful learning, Robotics, Pedagogical approaches, Mindset

Abstract

Educational robotics integrated with playful and peer-learning approaches can help transform teaching and learning; yet, it is under-utilised in non-ICT related subjects in the secondary sector. This study sought to explore: a) the process underpinning playful learning scenarios integrating robotics; b) the learning experience both from the students’ and the teachers’ perspective; c) the impact of robotics integration on pedagogical practices. We investigated two learning scenarios through participant observation and semi-structured interviews with a purposive sample of students and educators. Subsequently, we transcribed the interviews and carried out inductive thematic analysis on all the data. Analysis from both sets of responses indicated that the teacher's mindset plays a key role in the use of robotics to attain the learning outcomes utilising playful scenarios. Consequently, this has a ripple effect on the students' learning and engagement.

Author Biographies

Natalie Lombardi Calleja, Secretariat for Catholic Education

Natalie Lombardi Calleja is Head of Department for Digital Literacy and Transversal Skills within the Secretariat for Catholic Education. After working as early years’ class teacher, Natalie took up the role of literacy support educator and digital literacy support educator within the Secretariat, after which she has moved on to the position she has today. Natalie graduated with a B.Ed. (Hons) from the University of Malta specialising in early childhood education and went on to further her studies by reading for, and completing, a Master’s degree in Education at the University of Malta. She also currently holds the role of a Microsoft Innovative Educator Expert and a leading teacher of the Europe Code Week. Her research interests include early childhood education, positive psychology and education, mindfulness in education, play and holistic education.

Roberta Trapani Maggi, Secretariat for Catholic Education

Roberta Trapani Maggi holds a Bachelor's degree in electrical engineering and a PGCE in Science Education from the University of Malta, and a Master’s degree in digital education from the University of Edinburgh. She worked as a Test and Product engineer with ST Microelectronics and then shifted to education. After almost 13 years of teaching physics at a Church school, she took on the new role of Digital Literacy Support Teacher and is currently Head of Department for Digital Literacy and Transversal Skills within the Secretariat for Catholic Education (SfCE). She is a leading teacher of EU Code Week and a Microsoft Innovative Educator Expert 2019-2021. Her main interests include technology-enhanced learning, virtual and augmented reality, science education and professional development

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Published

15-09-2021

How to Cite

Calleja, N. L., & Maggi, R. T. (2021). The use of robotics embedded in playful learning scenarios in secondary schools: Teachers’ and students’ perspectives. Malta Journal of Education, 2(1), 57–80. https://doi.org/10.62695/TCRV1611

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